Inside Mentor-Mentee Meetings in Pre-Service Teacher School-Based Teaching Practice in Zimbabwe

Autor/inn/en	Mukeredzi, Tabitha Grace; Manwa, Lilian
Titel	Inside Mentor-Mentee Meetings in Pre-Service Teacher School-Based Teaching Practice in Zimbabwe
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 7, S.31-52, Artikel 3 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Mentors; School Districts; Student Teachers; Practicums; Student Teaching; Teacher Student Relationship; Pedagogical Content Knowledge; Teacher Workshops; Educational Practices; Teaching Methods; Knowledge Base for Teaching; Foreign Countries; Teacher Qualifications; Preservice Teacher Education; Universities; Rural Schools; Elementary School Teachers; High School Teachers; Student Attitudes; Zimbabwe + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Teaching practice; Unterrichtspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Lehrqualifikation; Lehramtsstudiengang; Lehrerausbildung; University; Universität; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Schülerverhalten; Simbabwe
Abstract	Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings. The study sought to explore from the student teachers' perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach which employed openended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, ongoing mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01